ENG 1

TEACHING ENGLISH IN THE ELEMENTARY GRADES

(LANGUAGE ARTS)

First Semester 2020-2021

Author

EBILINA K. UNDIN
BACKGROUND OF THE MODULE

This module will emphasize English as a second language with main focus on language
teaching methodologies to improve knowledge on the structure and fluency in the English
language, and literacy skills, through listening, speaking, reading, writing and viewing. It
consists of content-based lessons that will enhance the students’ skills along application of
various teaching strategies in teaching English, the use of ICT to facilitate the teaching learning
process and selecting, designing and organization of appropriate assessment strategies.
Demonstrating knowledge and skills on content and pedagogy through lesson presentations is an
important highlight of this course.

OBJECTIVES OF THE MODULE

At the end of the module, the pre-service teachers will be able to:

A. Demonstrate content knowledge on the structure of English language that refers to

grammar in both oral and written form.

B. Demonstrate understanding of research-based knowledge and principles of teaching and

learning fundamental in language arts education.

C. Prepare developmentally sequenced teaching and learning processes to meet curriculum

requirements and respond to the learners’ linguistic backgrounds.

D. Select, develop and use varied teaching and learning resources in Language Arts to
promote literacy and English language fluency.

E. Design, select, organize and use appropriate and varied assessment strategies consistent
with the curriculum requirements and communicate learner progress and achievement.

ACKNOWLEDGEMENT

We acknowledged with gratefulness the effort and support of our iconic president DR.
CHARISMA S. UTUTALUM, CESE, our prolific vice-president for Academic Affairs, DR.
JEHANA MUALLAM-DARKIS for the trainings and technical assistance in writing the
modules, and the members of the ID Team for reviewing and the checking of our modules. To
our beloved and workaholic Dean, DR. HELEN H. MAIDIN and our amazing EDUC Family
(Faculty) for the tremendous critiquing and polishing of the module.

Likewise, original sources are acknowledged in obedience to copyright law. Big thanks to
the authors and publishers for the materials like situational problems, exercises and etc. which
are used in this module.

This module does not claim ownership of the original materials from which they are
copied or modified. Usage of this materials and production thereof are purely intended for
educational use.
Subject : ENG 1 (Teaching English in the Elementary Grade)
Instructor : Ebilina K. Undin, LPT.
Time/Days : 7:30-8:30, 9:30-10:30, 10:30-11:30/MWF
1:30-3:00, 3:00-4:30/TTH
Student : __________________________________________________________________
Course/Year :___________________________ Date Submitted :________________________

MODULE 1 & 2 – GENERAL PRINCIPLES IN LANGUAGE ARTS TEACHING

Language arts are the term typically used by educators to describe the curriculum area
that includes four modes of language: listening, speaking, reading, and writing. Language arts
teaching constitutes a particularly important area in teacher education, since listening, speaking,
reading, and writing permeate the curriculum; they are essential to learning and to the
demonstration of learning in every content area.

At the end of this lesson, you can:

1. Identify teaching principles in language Arts teaching and explain how these principles are
used in teaching.

At the 2018 TESOL International Convention in Chicago, TESOL unveiled “The 6

Principles for Exemplary Teaching of English Learners”. Here they are:

P RINCIPLE 1: K NOW YOUR L EARNERS

English teachers should understand the students’ personal and educational background so
they can tailor classes according to their students’ needs more effectively. Learning about the
students’ culture, first language, and past experiences are useful while preparing lesson plans,
materials, and projects.

P RINCIPLE 2: C REATE C ONDITIONS FOR L ANGUAGE L EARNING

Creating a positive atmosphere in class considering physical space, materials, and student
integration promotes better learning experiences for English students. A pleasant atmosphere
makes students feel comfortable and more confident in participating and expressing themselves
in a positive way, which is essential for learning development. Additionally, setting high
expectations, differentiation, and motivation help learners deepen their English language skills.

P RINCIPLE 3: D ESIGN H IGH -Q UALITY L ESSONS FOR L ANGUAGE D EVELOPMENT

Creating meaningful and exceptional lesson plans that develop the students’ language
acquisition and their content learning process remains essential. Teachers may engage students in
authentic language practice experiences, supporting their learning strategies and critical thinking
development. According to the 6 Principles manifesto, “gestures, visuals, demonstrations,
embedded definitions, audio supports, and bilingual glossaries make information
comprehensible.”

P RINCIPLE 4: A DAPT L ESSON D ELIVERY AS N EEDED

Assessing students and adapting lesson plans accordingly remains a must. Reflecting on
the students’ performance and development improves the quality of many English lessons. There
are several ways to do so: reteaching content, adapting activities and materials, adjusting
instructions and tasks, being flexible with the students’ response time they allow students.

P RINCIPLE 5: M ONITOR AND A SSESS S TUDENT L ANGUAGE D EVELOPMENT

Outstanding ESL/EFL teachers also monitor and assess students’ language development
to measure and document progress.  English students learn in different ways and speed.
Therefore, English teachers should prepare different forms of assessment while providing
constructive feedback appropriate for the students’ ages and levels for continual student
improvement.

P RINCIPLE 6: E NGAGE AND C OLLABORATE W ITHIN A C OMMUNITY OF P RACTICE

This last principle suggests English teachers should collaborate with each other to support
their English language learners. Sharing classroom experiences, reflecting critically on teaching
practices, following current ELT research, joining and engaging in professional groups, attending
academic conferences, and engaging in online learning groups are all ways to be active within a
community of practice. This advice might benefit teachers, their co-workers, their students and
the institutions where we work. 

Approaches to Teaching English in the Elementary School

Children are quick at understanding new concepts when presented in a positive, engaging
way. Six or seven-year-old children cannot read English words and cannot, for the most part,
read individual letters in the Latin alphabet. Therefore, presenting new words or language in a
written form is impractical. Similarly, younger elementary school students cannot process
information about grammatical points of English. First, because they have a limited grasp of the
grammatical terms in their first language, and second, the grammatical rules of a second
language are alien to their experience. Therefore, what is the best way to present English to
elementary students?
Two Language Acquisition Theories
Some researchers, notably Stephen Krashen, and James J. Asher, have listed a variety
of approaches to teaching English as a foreign or second language. Krashen, for example,
promotes the Natural Approach. While he maintains that the primary goal of a language course is
to develop the four skills- listening, reading, writing, and speaking- he also mentions other goals.
“One goal... is to develop a greater cultural awareness on the part of the students.” (1. Krashen,
Terrell, 1983).
For our purposes here, he also says, “What is most important is that the goals of the
course be specified.” (2). In discussing learning versus acquisition, Krashen and Terrell state that
acquisition is similar to a child acquiring its first language (3),and acquisition is “subconscious”
and “implicit.” (4).
 Learning, on the other hand, is more formal and conscious. Adults ‘learn’ a language by
studying rules (grammar) and words (vocabulary). Children ‘acquire’ it by listening,
internalizing the grammar, and mimicking language models (usually the parents, in first language
acquisition). Asher, developed his Total Physical Response approach based on observations of
children learning their first language. Children, he noticed, do not ‘study,’ in the formal sense,
the target language. They watch, listen, and respond. If their response is correct, they are
rewarded, often with a parental smile.
Preparation and Planning
Anyone with children will probably understand the need for a clear goal. Children do not
like ambiguity as much as adults do, but the goal of the class should be clear not only to the
students but also to the teachers, the Assistant Language Teachers (ALT), and the English
Activities Assistants (EAA). Educators need to know what they want the students to learn and
how they should approach that goal. Educators should evaluate their goals on a daily, monthly,
and yearly basis. Planning the curriculum is as important in elementary schools as in any other
academic setting.
Once a plan is decided upon, educators should prepare for individual lessons. Preparation
is vital for two reasons: it allows the educators to more concretely visualize their plan and it
reduces the amount of mother tongue needed in the classroom, except for crowd control.
Preparations will also reveal weak spots on a lesson plan. Downtime in a class while the teacher
scrambles for the next (unprepared) activity may be acceptable in higher educational settings
(such as universities), but it is deadly when the teacher is surrounded by 30 active 6-year-olds.
Another reason for careful preparation is so that those educators less fluent in English
can discover what words, phrases, and sentences they will need to practice before class. There is
no reason an educated homeroom teacher cannot teach English given proper planning and
preparation.
A Traditional Example
Educators should approach learning English one phrase and one sentence at a time. For
example, suppose the final goal is to have students with the ability to say, “My name is
Michiko.” What smaller steps are required to get to this goal? First, students should learn to point
at themselves (index finger on their breastbone, not their nose) and say their names. Secondly,
the students should be shown phrase, “My name is...’ Thirdly , these two points should be
connected.
How best to teach children these three steps? The most traditional approach would be the
following: Since most elementary students cannot read English, the educator must demonstrate
with physical actions while using the target language. The homeroom teacher should point at
themselves and say “My name is Cindy”. Then the homeroom teacher should turn to the ALT or
EAA and ask, “What’s your name?” The assistant would then respond by pointing at herself and
saying, “My name is Emma.” With a few repetitions of this scenario students will soon deduce
what is meant. At this point the teacher and assistant can then ask students, “What’s your name?”
Children, being for the most eager learners, will probably jump at the chance to practice their
newly learned phrase. Modeling is important but there’s a more exciting way to present the same
activity.
A teacher should engage the imaginations of the students. First through third grade
students especially love games that engage their imaginations. Modeling the target structure with
a game encourages the students to participate and, by participating, learn.

A Less Traditional Example

Target vocabulary: candy, book, eraser
The less traditional teacher has a bag. She looks into the bag. She says, with wonderment
in her voice, “What’s this?” She pulls something partially out of the bag. “It’s brown. What is
it?” She pulls it out a little bit more. The students begin guessing, usually in mother tongue.
“What is it?” the teacher asks and pulls it out further. When a child guesses what it is, the teacher
says, surprised, “ That’s right. It’s a book.” The imaginations of the children are activated. They
are engaged not in learning three words, but in a game of guessing. After repeating the guessing
game for each target vocabulary word, the teacher has said “What’s this?” and “What is it?”
perhaps nine or ten times but probably many more. She then asks, in English (the target
language), “Who wants to be the teacher?” Most of the students raise their hand even though
they may not understand the question. They are caught up in the game. The teacher must choose
one student to be the teacher and then show the student what to do. It often happens that students
spontaneously have acquired “What’s this?” and “What is it?” In fact, many students want the
chance to be the teacher and try to fool their friends. Again, they are not ‘learning’ in the
traditional sense but are playing a game in English. Nakahara has observed this reaction in many
first through third grade classes. Also, younger children are more eager to raise their hands to
participate or answer questions if the learning environment is exciting and encouraging.
Games
Some teachers may underestimate elementary school students’ language abilities. This is
often reflected in giving instructions.
Teacher A explains the rule of a game in Japanese because he thinks that it is too difficult
for the students to understand. His students never understand the rules in English because they
are never given the chance to understand them. However, the students in class B understand the
rules in English. Are the students in class B special? Teacher B thinks the students can guess
what she says in English if she plans and prepares well. Her students get used to guessing what
she means. They know she does not translate anything into Japanese. She shows how the game is
fun and she knows physically how to play the game. As suggested by Yoko Matsuka, teaching
game rules in English is better because the students are concentrating on the game, not the
language, and want to win. Because the students want to play the game and win, they concentrate
and listen a lot. Matsuka says “You should not waste the chance to let them listen English.
Additionally, it does not mean the Japanese explanation is understandable for the first
grade students if you rely only on the language. Even adults do not understand game rules
explained only in words. You have to show what the game is. Adults often follow the
explanation of the rules with, “Lets playa practice game.” This ‘practice game’ teaches the rules
better than most explanations. Younger children (especially first to third graders) learn quicker
when shown by example than by language-L1 or L2- alone.
English Through English
Younger children are open to new experiences. Language for first, second, and third
graders is not a barrier to having fun. Children, it seems, instinctively know how to teach. We
have observed two children of the same age who do not speak each other’s language
communicate quite easily. They used their own language and showed by example. They also
acquired the other language quickly when shown by example. The same, we suspect, would be
true in a classroom situation. If the teacher teaches English in English and incorporates the
appropriate gestures, pictures, and ‘body language’, students will learn English faster.
Adults, too, learn faster by doing than by listening. For an example of this, observe a
group of adults listening to a lecture. At first most adults will look at the lecturer. Gradually, they
will begin looking away from the lecturer. Their body language indicates they have stopped
paying close attention. This is why adults bring paper and pens with them to a lecture, so they
can take notes in an attempt to pay attention. Children have no qualms about not listening to a
person. They will hurry off to play somewhere else. It is the teacher’s duty to keep children from
wandering off physically or mentally.
Recycling
Recycling language is important because students may not retain a vocabulary item
which has been presented only once. If the same vocabulary item is presented a number of times
over a long period of time, the chances of students learning it, retaining it, and being able to use
it increases. If educators spent the first few minutes of each class reviewing a target vocabulary
item or structure presented in a previous lesson, students may be able to assimilate it into their
own acquisition. Once, in language teaching, is not enough. An added advantage is the teacher,
who may be less sure of their English ability, can practice as they teach. Over a period of time
the teacher will become more fluent in the target structure.
Physical Movement and Language
Asher’s TPR is especially useful in teaching active students. The activities can be fun and
lively and can reinforce or even introduce new vocabulary items. TPR begins with lots of teacher
talk so preparation is vital. The students can listen to and learn a wide variety of words using
TPR. As the student moves his or her body, they internalize the vocabulary and grammar. They
acquire the target language by doing, rather than by memorizing.
A TPR Example
Teachers can teach students vocabulary item easily with TPR. If the new vocabulary to
be introduced included, for example, ‘door,’ ‘window,’ ‘chair,’ ‘desk,’ and ‘blackboard,’ the
teacher can first demonstrate a simple TPR activity. The teacher may want to divide the class
into smaller, more manageable groups for this activity.
Teacher: Go to the window. (The assistant goes to the window.)
Teacher: Go to the door. (The assistant goes to the door.)
Teacher: Go to the blackboard. (The assistant goes to the blackboard.)
This sentence can, of course, be varied. (“Stand next to the window.” “Run to the
window.” “ Skip to the window.” Etc.) None of these sentences are particularly complex and any
teacher should be able to use them correctly.
If the students are rapid language learners or in the more advanced elementary classes,
more complex sentences can be used:
Teacher: If today is Thursday and it’s raining, walk slowly to the door and open it.
To arrived at the more complex commands, however, teachers and students must start with
smaller steps and advance in the language gradually. For example, the above complex command
can be easily broken down into simpler sentences. “Today is Thursday.” “It’s raining.” “ I walk
slowly.” “Walk slowly to the door.” “Open the door.”
Stenson observed a kindergarten class of four-year-olds that had been taught using TPR
for approximately four months. The teacher, a native speaker of English, gave rapid-fire
commands at a slightly faster than natural speed. The class was outdoors in the kindergarten’s
playground and the students were running in many directions, laughing, and trying to be the first
to complete the task given them. Some of the language included:
1. Girls run to the big tree. Boys run to the sandbox.
2. Jump up and down three times and run around the little tree.
3. Do a somersault and run to the swings.
 Most of the students could understand all the instructions. (Some of the kindergarten
teachers, on the other hand, were linguistically lost. They had only listened to the English teacher
but had not moved as they listened.) When the students did not understand or made a mistake, the
teacher did not scold them. Usually, he laughed and the students laughed with him. In elementary
school, the first to third grades students tend to raise their hands even though they do not know the
answer if they are guaranteed not to be scolded for any mistakes.
Loudness and Chanting
In many of the classes observed, loudness was an issue with the teacher. Some teachers
demanded the students ‘pay attention.’ Other teachers attempted to out-shout the students. One
adult attempting to be louder than 30 6-year-olds seems a waste of effort. However, using the
child’s natural need to vocalize (or scream) could lead to constructive learning.
It is not expected that a 6 or 7-year-old can copy a native speaker of a foreign language but
it is not surprising that younger children can mimic quite well. Even if the teacher believes the
target structure is too difficult for the children, some children will be able to mimic the sounds or
the rhythms.
Learning the rhythm of a language is as important ass learning the structure and words of
that language. Singing or chanting is a good way to use the energy a child brings to a class. Simple
songs presented entertainingly will provide students with enough reason to vocalize. There are
many chants or songs teachers can use to introduce the rhythm of English. The song:
How’s the weather? It’s raining
How’s the weather? It’s raining
Is simple yet affords learning of rhythm, vocabulary (especially when combined with
pictures or gestures), and grammar. Children who cannot speak English can mimic the sounds and
rhythm of this song. If the teachers divides the class into groups and has each group compete with
the others, the noise level of the classroom will skyrocket. At the same time, language acquisition
will skyrocket. We have observed children singing this song outside of class and using the structure
in the correct way. Le, when leaving a building one child sang” How’s the weather?” and the other
child responded by singing, “It’s cloudy.” “The day was indeed cloudy. This indicates an
internalization of the grammar and vocabulary. A small step towards fluency.
Encouragement
Students who are not punished for any errors tend to take more risks in their language
learning. Students who are encouraged to try to use their language learning. Students who are
encouraged to try to use language usually make more efforts to use it than students who are
discouraged from trying. Teachers should praise any effort and especially praise efforts that lead to
understanding while minimizing penalizing errors.
Therefore, teachers should have lively and entertaining language classes, especially in the
first three grades. They should use English as much as possible to teach English. They can use any
number of approaches: use of physical movement, chants and songs, games, competitions (without
losers), and encourage positive efforts. The first three grades of elementary school should be an
environment where the student can explore English, play with English, and develop a feeling for
the rhythm and sounds of the language. It can be an exciting place for both the teacher and the
students.
Assessment

Identification: Identify the following statements. Write your answer on the blank provided
before the number.

_________________1. This principle suggests English teachers should collaborate with each
other to support their English language learners.
_________________2. Assessing students and adapting lesson plans accordingly remains a
must.
_________________3. Creating a positive atmosphere in class considering physical space,
materials, and student integration promotes better learning
experiences for English students.
_________________4. The curriculum is as important in elementary schools as in any other
academic setting.
________________5. Will also reveal weak spots in a lesson plan.
________________6. Is important because students may not retain a vocabulary item which has
been presented only once.
________________7. Creating meaningful and exceptional lesson plans that develop the
students’ language acquisition and their content learning process
remains essential.
________________8. English teachers should understand the students’ personal and educational
background so they can tailor classes according to their students’
needs more effectively.
________________9. Outstanding ESL/EFL teachers also monitor and assess students’ language
development to measure and document progress.
_______________10. Studentswho are not punished for any errors tend to take more risks in
their language learning.

Answer the following questions:

1. As a future educator, why do you think you need to apply those principles in teaching
English Language?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
___________

2. Among the different Approaches to teaching English in the Elementary School, what
particular approach/approaches would you use and apply in your teaching inside the
classroom? Why?

Subject : ENG 1 (Teaching English in the Elementary Grade)

Instructor : Ebilina K. Undin, LPT
Time/Days : 7:30-8:30, 9:30-10:30, 10:30-11:30/MWF
1:30-3:00, 3:00-4:30/TTH
Student : __________________________________________________________________
Course/Year :___________________________ Date Submitted :________________________

MODULE 3 - THE STRUCTURE OF THE K TO 12 LANGUAGE ARTS CURRICULUM

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles. All languages are interrelated
and interdependent. Facility in the first language (L1) strengthens and supports the learning of
other languages (L2).
The K-12 languages program presents the six language teaching principles namely, spiral
progression, interaction, integration, learner-centeredness, contextualization and construction.

At the end of this lesson, you can:

1. Describe and discuss the salient features of the K to 12 Language Curriculum

Select a word inside the column that corresponds with the given statements below it.
Write your answer on the blank provided before the number.

Study of texts
Language
Language acquisition and
Learning
Pedagogies
Scaffolding
English Language

_____________1. is the foundation of all human relationships.

_____________2. is an active process that begins at birth and continues throughout life.
_____________3. is the most widely used medium of communication in Trade and Arts,
Sciences, Mathematics and in world economy.
_____________4. studies the methods of teaching, the aims of education, and the
ways in which those aims may be achieved.
_____________5. In education, refers to a variety of instructional techniques used to
move students progressively toward stronger understanding and, ultimately, greater
independence in the learning process.
_____________6. the term ‘text’ refers to any form of written (reading and writing), oral
(listening and speaking) and visual communication involving language.

1. How does language become interrelated and interdependent?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

K to 12 BASIC EDUCATION CURRICULUM

I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking,
learning, and language are interrelated.

II. GUIDING PRINCIPLES

Learning requires meaning - Start with what the students know; use that to introduce
new concepts.

Language learning involves recognizing, accepting, valuing and building on

students’ existing language competence, including the use of non-standard forms of the
language, and extending the range of language available to students.

III. NEEDS OF THE LEARNERS : THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is
the first generation to be born with complete technology. They were born with PCs, mobile
phones, gaming devices, MP3 players and the ubiquitous Internet.

IV. OUTCOMES
 The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce
graduates who apply the language conventions, principles, strategies and skills in (1) interacting
with others, (2) understanding and learning other content areas, and (3) fending for themselves in
whatever field of endeavour they may engage in.

1. Communicative Competence

Communicative Competence is a synthesis of knowledge of basic grammatical principles,

knowledge of how language is used in social settings to perform communicative functions, and
how knowledge of utterances and communicative functions can be combined according to the
principles of discourse.

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules,

morphological words, syntactic rules, semantic rules and lexical items.

2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts,
namely, the cultural values, norms, and other sociocultural conventions in social contexts.

3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links)
and coherence (appropriate combination of communicative actions) of various types of discourse
(oral and written).

4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to

compensate for breakdown such as self-correction and at the same time to enhance the
effectiveness of communication such as recognizing discourse structure, activating background
knowledge, contextual guessing, and tolerating ambiguity.

2. Multiliteracies

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at
work within our society. These include traditional literacy practices using texts as well as new
literacy practices using texts of popular culture such as films. Social literacy encompasses how
we communicate and exchange meaning in our society while professional literacy links with the
notion of literacy for school of the workplace.

CONCEPTUAL FRAMEWORK

The curriculum has five (5) components. Each component is essential to the learners’
ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English.

COMPONENT 1: Language Learning Process

Language teachers must be guided by the six (6) language teaching principles. These principles
explain the natural process of language development.

1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and
revisited at increasing levels of difficulty and sophistication. This will allow students to progress
from the foundational level to higher levels of language use.

2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities
that simulate real-life situations of varying language demands (purposes, topics, and audiences)
will be employed to help students interact with others thereby improve their socialization skills.

3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and
vocabulary will be taught in an integrated way, together with the use of relevant print and non-
print resources, to provide multiple perspectives and meaningful connections. Integration may
come in different types either implicitly or explicitly (skills, content, theme, topic, and values
integration).

4. Learner-Centeredness

Learners are at the center of the teaching-learning process. Teaching will be differentiated
according to students’ needs, abilities and interests.

5. Contextualization

Learning tasks and activities will be designed for learners to acquire the language in authentic
and meaningful contexts of use. For example, lessons will be planned around learning outcomes,
a theme, or a type of text to help learners use related language skills, grammatical
items/structures and vocabulary appropriately in spoken and written language to suit the purpose,
audience, context and culture.

6. Construction

Making meaning is the heart of language learning and use. Learning tasks and activities will be
designed for learners in such a way that they will have time to reflect on and respond to ideas
and information.

COMPONENT 2: Effective Language Use

There are three major applications of the macro-skills of the language;

1. UNDERSTANDING CULTURES. Learning language through text types and

literary appreciation exposes learners to different cultures of the world, including
one’s culture.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of
the language to assist them to make meaning and to create meaning.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and
strategies by reflecting on their understanding of the way language works for a variety of
purposes in a range of contexts.

COMPONENT 3: Making Meaning through Language

The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately
intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing).

COMPONENT 4: Holistic Assessment

Holistic assessment refers to the ongoing gathering of information on different facets of a

child from various sources, with the aim of providing qualitative and quantitative feedback to
support and guide the child's development. Holistic assessment informs our teachers of their
teaching practices and guides them in the design and delivery of student learning. It will also
enable parents to support their children's development and growth.

Characteristics of Assessment
1. Proximity to actual language use and performance
2. A holistic view of language
3. An integrative view of learning
4. Developmental appropriateness
5. Multiple referencing

Assessment

Answer the following questions.

1. What does ‘Multiliteracies’ mean?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

2. Describe how can you achieve the ultimate goal of the Language Arts and
Multiliteracies Curriculum to be a graduates who apply the language conventions,
principles, strategies and skills. State those things you need to consider.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Subject : ENG 1 (TEACHING ENGLISH IN THE ELEMENTARY GRADE)
INSTRUCTOR : EBILINA K. UNDIN, LPT
Time/Days : 7:30-8:30, 9:30-10:30, 10:30-11:30/MWF
1:30-3:00, 3:00-4:30/TTH
Student : _____________________________________________________________________
Course/Year :______________________________ Date Submitted :_____________________

MODULE 4&5 – FIVE MACRO SKILLS IN LANGUAGE

Macro skills refer to the primary, key, main, and largest skill set relative to a

particular context. It is commonly referred to in English language. The aim of any language
program is to develop the different macro skills of Learners and describes which include both the
productive skills (i.e., speaking, writing, and representing) and receptive skills (i.e., listening,
reading, and viewing).

At the end of this lesson, you can:

1. Discuss the five macro skills and their importance within the English teaching area and in
promoting literacy skills.
2. Give examples of teaching strategies that promote the five macro skills.

The Five Macro Skills

1. Speaking
- is the delivery of language through the mouth. To speak, we create sounds using
many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth
and lips.

Speaking can be formal or informal:

Informal speaking is typically used with family and friends, or people you know well.
Formal speaking occurs in business or academic situations, or when meeting people for the first
time

Examples: role-play, group discussions

2. Listening
- This is a communication technique that requires the listener to understand, interpret
and evaluate what he or she hears.
- It is the most important skill in communication. It is a mental operation involving
processing sound waves, interpreting their meaning, and storing them in memory. It is
a communication technique that requires the listeners to understand, interpret, and
evaluate what they hear.
Listening strategies are techniques or activities that contribute directly to the comprehension
and recall of listening input. Listening strategies can be classified by how the listener processes
the input.
Top-down strategies are listener based; the listener taps into background knowledge of the topic,
the situation or context, the type of text, and the language. This background knowledge activates
a set of expectations that help the listener to interpret what is heard and anticipate what will
come next. Top-down strategies include
a. listening for the main idea
b. predicting
c. drawing inferences
d. summarizing
Bottom-up strategies are text based; the listener relies on the language in the message, that is,
the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies
include
a. listening for specific details
b. recognizing cognates
c. recognizing word-order patterns
There are different types of listening:
a. Listening for gist: you listen in order to understand the main idea of the text.
b. Listening for specific information: you want to find out specific details, for example
keywords.
c. Listening for detailed understanding: you want to understand all the information
the text provides.
Here are some activities you can introduce in class for active listening with integration with
other skills
a. Dual dictation
Ask students to get into pairs to write a dialogue. This activity works best if you give students a
theme or role-play, e.g.
*A conversation between friends about holidays
*An argument between siblings
*An interview with a famous person
*A scene from a film
Class memory quiz

3. Viewing It refers to perceiving, examining, interpreting, and construction meaning from

visual images and is crucial to improving comprehension of print and nonprint materials.
With the inclusion of viewing in the macro skills and proliferation of multimedia
technology, it is imperative that both speakers and listeners critically assess audio-visual
inputs and make meaning from them. This need requires new forms of literacy: media
literacy and visual literacy.
*Media literacy refers to the ability to access, analyze, and evaluate media and technology
information that involves moving images and sound effects.
*Visual literacy, on the one hand, refers to the power of giving meaning to and building up
similar messages for visual messages and the ability to construct meaning from images. One
way to realize this kind of instruction is through visual organizers.
Visual organizers are “visual systems of using spatial frameworks such as diagrams, maps,
or charts to organize and present structural knowledge in a content domain”.
The four general types of visual organizers include web-like organizers (spider map and
semantic map), hierarchical organizers (concept map and network tree), matrix organizers
(compare/contrast matrix), and linear organizers (Venn diagram, continuum, chain of
events, and storyboard). These organizers are mainly used when teaching reading so that
students can have better conceptual framework of their existing knowledge and new
knowledge. Using visual organizers also allows learners to actively construct and interpret
information. Though these two forms of literacy are at the core of contemporary culture, they
are still treated superficially if not ignored in the classroom.

4. Reading
- Is a fundamental skill for learners, not just for learning but for life. It is defined as
“the ability to draw meaning from the printed page and interpret this information
appropriately”.
Why we need to develop reading skills
Reading itself builds on oral language levels and key factors that influence (L2) reading skill
development include the ability to comprehend and use both listening and speaking skills
because you need to:
*Hear a word before you can say it
*Say a word before you can read it
*Read a word before you can write it

Beginning reading: learning letters

Body letters
- Ask children to make themselves into the shape of given letters ‗make yourself an ‗s‘
etc‘. Children contort their bodies into what they think the letter looks like.
Tracing letters
- Ask students to shut their eyes and with your finger trace a letter on their hand or
back.
They must tell you what this is. They can play the game in pairs.
Air writing
- Before writing letters on paper, get all the students to stand up and you stand at the
front of the class with your back to them. Using your writing hand draw a big letter in
 the air saying its sound at the same time. Get the students to copy you, moving their
arms to form the letter in the air.
Letter sculptures
- Give out plasticine (soft modelling clay) to all the children (half-cooked spaghetti
works too, but is messier). Ask the children to make certain letters (or words). They
have to concentrate on the shape of the letter and its proportions.

Beginning reading: introducing letters

Foundations - The sound system of English

- Begin by teaching children to recognise, understand and produce the spoken word
through games, songs and stories. Allow them to hear plenty of English from you, so
try to maximise your English and minimise Mother Tongue in the classroom.
Introducing letters
- It is possible to introduce letters after only a few hours of English classes as long as
the children have already been introduced to English vocabulary – they understand
the meaning of words and are able to recognise the word when it is spoken.
Some suggestions for introducing letters
- A TPR (Total Physical Response) action game. Call out action words like swim, jump
and hop while doing the actions and get the children to copy the actions moving
around the classroom as they are listening to the words.
Phonic approach
- is far more useful initially than learning the names of the letters.
Phonics lesson
1. Prepare 26 flash cards, each one with a letter of the alphabet in lower case (it is
also possible to buy ready-made letter flashcards, as well as cards that show
common letter combinations such as ‗ow‘, ‗ee‘, ‗ea‘ etc).
2. Show the letters one at a time (not all at once, introduce around 7 each time) and
say the sound the letter makes. For the letter ‗c‘ use the ‗k‘ sound as this will be
more useful initially. Let the children hear the sound and encourage them to repeat
it.

Beginning reading: recognition games

Run and point

Pin up the letters that you have introduced to the class so far on the walls around the
classroom at a height the children can reach. Nominate one student and say ‗Juan, run and point
to /s/‘. The child must look around and find the correct letter and run up to it and touch it or point
to it. (Model the activity so that the children are clear about what they have to do).
What begins with /b/?
Ask the question with all the letters the children have been introduced to. They can tell you any
words they know that begin with that sound. This is great for them to make their own
connections between the letter and the sound. You may be surprised at how many words they
know – even ones you haven‘t introduced in class.
Hold up the letter
Get the children to make cards with the letters they know. Call out a sound and the children have
to hold up the corresponding letter. This game allows all the children to join in and to focus on
processing the sound-letter link without having to produce any language.
Recognising the letters
Produce handouts like this:

n nhnm
o aodg

Children have to recognise which is the same letter and simply circle it or maybe colour over it.
The letters are actually very similar in shape, so it‘s important that children can differentiate
between them.
Beginning reading: learning words

Word building
*Word tiles – get the children to make 26 letter tiles out of cardboard (old cereal boxes will do)
by simply cutting out small squares and writing each letter on them. Each child has their letters
spread out in front of them. Call out a word they have learnt e.g. cat and the first one to find the
right tiles and put them in order must put their hand up. This encourages quick eye movement
over the letters, recognition and letter combining.

*Races – for fun you could challenge the children working in pairs or threes (to encourage
cooperation and peer teaching) to make as many words as possible in a specified time.As each
child has their own letters, they can play with them at home or if they finish an activity early and
see how many words they can make. Later they can move into building short sentences.

Worksheets
Children fill in the gaps. If you can add a picture of the word too: it will make it all the more
meaningful.

Children unjumble the letters to make the word. You could also do this on the board with
children coming up and doing the activity one at a time.

Word searches
These are good for children to recognise words within a jumble of other words. It makes them
concentrate and see‘words on the page. Children have to circle or colour the ten key words in the
grid.
Children have to find the ten animal words in the box. You can either give them the ten words at
the bottom to help them look. Or attach the pictures of the animals to the wordsearch.

Crosswords

Children look at the picture, have to remember the English word and then have to write
the word – spelling correctly – to fit it into the crossword. This worksheet is also a good record
of vocabulary for them to keep and refer to.

5. Writing
- refers to the act of putting ideas in text whether print or nonprint. It is a “non-linear,
exploratory, and generative process” as they discover ideas and reformulate them.
Proposed some guidelines in incorporating grammar to writing classes. First,
grammar should not defocus learners from the meaning orientation of writing
pedagogy. Second, teacher feedback should not involve any grammar correction.
Third, grammar correction must be directly linked to the editing stage. Fourth,
grammar component should satisfy the perceived learners’ needs. Finally, grammar
component should involve the recycling of materials. Though content and meaning
should be the utmost priority in a writing class, it is recognized as well that linguistic
accuracy situates itself as an important factor in any final written output especially if
linguistic inaccuracy impedes the clarity of meaning

Subject : ENG 1 (Teaching English in the Elementary Grade)

Instructor : Ebilina K. Undin
Time/Days : 7:30-8:30, 9:30-10:30, 10:30-11:30/MWF
1:30-3:00, 3:00-4:30/TTH
Student : __________________________________________________________
Course/Year : __________________________ Date Submitted : ____________________________
____________________________________________________________________________________

MODULE 6 & 7– THE APPROACHES FOR LANGUAGE ARTS TEACHING

Exposes students to literacy and language by “immersing students in reading, writing,

talking, listening, and viewing activities and can cut across subject matter areas” (Vacca,
2014). This approach does not separate the components of language and literacy, but rather
integrates reading, writing, talking, and listening as taught together across all domains. This
is a student-centered approach that “mimics the real world, which is interactive instead of
moving from one discipline to the next throughout the day with no connection from one
subject to another” (Vacca, 2014).

____________________________________________________________________________________

At the end of this lesson, you can:

1. Provide background information about the different approaches used for teaching English
2. Select approaches that support learner understanding, participation, engagement and
achievement towards promoting literacy skills and English language fluency
____________________________________________________________________________________

Identify the following images whether it is Approaches, Strategies, Methods, or

Techniques. See the terms in the activity ‘Think Ahead’ below, then write your answer on
the blank provided.

1._____________ 2._____________
3._______________ 4._______________

Method refers to a settled kind of procedure, usually according to a definite, established, logical,
or systematic plan
A strategy describes how the ends (goals) will be achieved by the means (resources). Strategy
can be intended or can emerge as a pattern of activity as the organization adapts to its
environment or competes. It involves activities such as strategic planning
and strategic thinking.
Approach refers to “theories about the nature of language and language learning that serve as
the source of practices and principles in language teaching” 
A technique is a particular method of doing an activity, usually a method that involves practical
skills.

___________________________________________________________________________________

The Approaches of Language Arts Teaching

A .Communicative
To be communicative is to have the ability to communicate — to exchange thoughts and ideas.
Couples often go to counselling to learn to be more communicative. It's easy to see the verb
communicate in the adjective communicative: a communicative person is one who can
communicate easily.

Role-plays
 
In role-plays, learners are given an imaginary situation and are asked to perform a different role
or act as themselves in a particular scenario. Role-plays enable learners to imagine themselves in
realistic situations and “rehearse” before they need to use English in real life. They are also fun
and motivating for some learners.  
 
Information-gap activities
 
Information-gap activities require learners to talk to each other and find out missing information
they need to perform a certain task. The information missing might include words, numbers and
even drawings. The main point is to get students to talk and work collaboratively to share all
information they need.
 
Jigsaw activities
 
Jigsaw activities involve learners reading, listening or performing different tasks at the same time
and later sharing what they have done with their peers. For example, half of the students can be
asked to watch a video on a certain topic and the other half can be asked to watch a different
video, with a different viewpoint. After learners watch the videos and complete tasks for
comprehension, they are asked to share what they had found out with their peers.  
 
Open-ended discussions and debates
 
Debates and discussions can be a useful tool for fluency practice. They enable learners to share
their own views on topics and use their communicative resource to convey ideas, make points,
and agree and disagree with others. Debates are usually engaging and provide a rich resource for
teachers to assess their learners’ communicative competence. However, preparation for debates
should be done thoroughly to help students succeed.

B .Language Scaffolding
"Scaffolding refers to providing contextual supports for meaning through the use of simplified
language, teacher modelling, visuals and graphics, cooperative learning and hands-on learning".
The teacher of second language learners has to facilitate that support. Then, "as students become
more proficient, the scaffold is gradually removed" 
Three types of scaffolding have been identified as being especially effective for second
language learners.
1. Simplifying the language: The teacher can simplify the language by shortening
selections, speaking in the present tense, and avoiding the use of idioms.
2. Asking for completion, not generation: The teacher can have students choose
answers from a list or complete a partially finished outline or paragraph.
3. Using visuals: The teacher can present information and ask for students to respond
through the use of graphic organizers, tables, charts, outlines, and graphs.
C .Cooperative Learning
Is based on group work, but it’s also so much more than that. Students work with one another,
but they all have a different task to accomplish or concept to explain.
How Do You Structure Cooperative Learning for the Classroom?
It’s important to note that most teachers don’t start a class period with cooperative
learning.Students haven’t focused on the class subject yet, so they’re not going to be focused
when they break into groups. Many of the teachers start class periods with bell work. It could be
working through a lesson on a computer, completing a quick worksheet, setting goals for that
class period, or anything else that helps a student think about the class.That activity could be a
discussion, project, exercise, or almost anything else. As long as your students are working
together toward a goal.
Jigsaw

An example of a very popular cooperative learning activity that teachers use is jigsaw, where
each student is required to research one section of the material and then teach it to the other
members of the group. Just like a jigsaw puzzle, each piece or section is put together at the end,
and only then does the entire picture make sense.

For example, imagine you've been placed in a group that has been tasked with researching the
life of Dr. Seuss. In jigsaw, you and the members of your group would each be responsible for
researching certain periods of his life. Let's say there are four members of your group. You are
responsible for researching his childhood, and the other members of your group are responsible
for other periods of his life. When you are finished with your individual research, you report
what you've learned to the other members of your group. Once everyone is finished with their
reports, you have a complete picture of his entire life.

D. Situational
The Oral Approach or Situational Language Teaching is an approach developed by British
applied linguists between the 1930s and the 1960s. While it is unknown for many teachers, it had
a big influence on language courses till the 1980s.
The Oral Approach or Situational Language Teaching is based on a structural view of language.
Speech, structures and a focus on a set of basic vocabulary items are seen as the basis of
language teaching. This was a view similar to that held by American structuralists, such as Fries. 
However, what distinguishes the  Situational Language Teaching approach is its emphasis on the
presentation of structures in situations.

E. Functional-notional

embraces any strategy of language teaching that derives the content of learning from an initial
analysis of the learner’s need to express three different kinds of meaning: Functional (i.e. the
social purpose of the utterance); Modal (the degree of likelihood); Conceptual – the meaning
relations expressed by forms within the sentence (categories of communicative function) .These
method of language teaching is categorize along with others under the rubric of a communicative
approach. The method stresses a means of organizing a language syllabus. The emphasis is on
breaking down the global concept of language into units of analysis in terms of communicative
situations in which they are used.
F. Multi-skill

Teaching multiple skills in one class is a challenge, but it is a fun challenge. It involves teaching
multiple skills in English such as writing skills, listening skills, speaking skills, and reading
skills, as well as culture and grammar. This may seem like a lot to manage in one class, but if
you follow some of the suggestions in this unit you will be able to handle teaching all of these
skills in one class. There are many ways of teaching multiple skills in each class. However, a
theme-based approach is one of the most common ways of teaching multiple skills.

Theme-based teaching may seem hard to a new teacher. This may be because it is different from
the way you learned in high school. Think back to your high school English class. Did your
teacher integrate different skills? Or did you only work on writing and then on reading
separately? Did your teacher separate the class into units such as persuasive writing, debate
skills, and classic novels?  Your teacher may have been using themes and even integrated skills
and you weren’t even aware of it. While you may have had experience with these types of first
language instruction, you may not have taken a second language course. Or perhaps the second
language course you took only focused on grammar. Whatever your experience may be, it can
still be somewhat frightening to be responsible for 4 skills (reading, writing, speaking, and
listening). Don’t allow yourself to be intimidated, once you get some basics down, teaching
multiple skills in one class can be rather fun. You may also find that it can help the teacher stay
motivated, because you are not teaching only one skill (such as reading). This variety will excite
you as well as your students.

G. Content-based
It has a strong connections to project work, task-based learning and a holistic approach to
language instruction and has become particularly popular within the state school secondary (11 –
16 years old) education sector. The focus of a CBI lesson is on the topic or subject matter.
During the lesson students are focused on learning about something. This could be anything that
interests them from a serious science subject to their favourite pop star or even a topical news
story or film. They learn about this subject using the language they are trying to learn, rather than
their native language, as a tool for developing knowledge and so they develop their linguistic
ability in the target language. This is thought to be a more natural way of developing language
ability and one that corresponds more to the way we originally learn our first language.

What does a content-based instruction lesson look like?

There are many ways to approach creating a CBI lesson. This is one possible way.

A .Preparation
*Choose a subject of interest to students.
*Find three or four suitable sources that deal with different aspects of the subject. These could be
websites, reference books, audio or video of lectures or even real people.
B .During the lesson
*Divide the class into small groups and assign each group a small research task and a source of
information to use to help them fulfil the task.
*Then once they have done their research they form new groups with students that used other
information sources and share and compare their information.
*There should then be some product as the end result of this sharing of information which could
take the form of a group report or presentation of some kind.

For example by studying the French Revolution while using the French langauge. The language
being learned and used is taught within the context of the content. The theory behind CBI is that
when students are engaged with more content, it will promote intrinsic motivation. Students will
be able to use more advanced thinking skills when learning new information and will focus less
on the structure of the language. This approach is very student-centered as it depends entirely on
the students’ ability to use the language.

H. Tasked-based
Task-Based Learning (TBL) is a lesson structure, a method of sequencing activities in your lessons.
Sometimes called ‘Task-Based Language Teaching’, TBL lessons students solve a task that
involves an authentic use of language, rather than completing simple language questions about
grammar or vocabulary.
Task-Based Learning is a good way to get students engaged and using English. That, plus the
collaborative element, builds confidence with language and social situations. It’s also been shown to
be more aligned with how we actually learn a language.
A task could be to create a presentation, some kind of media, a piece of text, or a recorded dialogue.
It could be trying to work out the solution to a practical problem, like planning a complex journey,
or deducing missing information, like working out who started a rumour at school.
It could even be justifying and supporting an opinion, like arguing for your preference in an election
or favourite competitor in a TV show.
Task-Based Learning is a structure with three stages:
1. The Pre-Task
This is where you introduce the task to the students, and get them excited for the task. Once they’re
engaged, then you should set your expectations for the task. Do this so the ‘less motivated’ students
don’t do the bare minimum.
To do this, you could show the students an example of the completed task, or model it.
the focus of the stage is to engage the learners, set expectations and give instructions.
2. The Task
Begin the task!
Small groups or pairs are good, rather than a bigger group where shyer students can ‘hide’. Ideally
you won’t join in the task, but you’ll be monitoring, and only giving hints if students get really
stuck.
the focus of this stage is fluency 
3. A Review
Once the learners have completed the task and have something to show, then it’s time for a review.
Peer reviews are preferable, or if during your monitoring you see an error common to many, a
teacher-led delayed correction is also very useful.
the aim for this stage is accuracy

I . Participatory
The word participatory comes from participation, which refers to the action of taking part in
activities and projects, the act of sharing in the activities of a group. The process
of participation fosters mutual learning. The participatory learning strategy has its theoretical
basis in the behaviorism as well as in cognitive and social psychology. Collaboration is a useful
tool used within participatory culture as a desired educational outcome. The Partnership for
twenty-first century Skills, for example, defines collaboration as working effectively and
respectfully with diverse teams, exercising flexibility and a willingness to make compromises to
accomplish a common goal, and assuming shared responsibility for collaborative work while
valuing individual contributions.

Assessment

Answer the following questions:

1. What have you learned from the different approaches of Language arts teaching?
How do they differ from each other?.

2. Select the best approach that you think will support learners’ understanding
towards promoting their English language fluency. Why?

______________________________________________________________________
REFERENCES

Internet Websites
 2018 TESOL International Convention in Chicago, TESOL unveiled “The 6 Principles for Exemplary
Teaching of English Learners”.
https://www.google.com/url?sa=t&source=web&rct=j&url=http://mundelieaaaa.blogspot.com/2016/03/k-
to-12-curriculum-k-to-12-basic.html%3Fm%3D1%23:~:text%3DThe%2520Language%2520Arts
%2520and%2520Multiliteracies,for%2520effective%2520communication%2520across
%2520curricula.&ved=2ahUKEwj509acy7vuAhXMyYsBHdFuC7AQFjACegQIAhAE&usg=AOvVaw2
2-1z4g9_jxKZJke4GZjCT
153 Teaching in the Elem. Grades.pdf
http://iteslj.org/Articles/Bradley-Scaffolding/
https://www.google.com/amp/s/www.aeseducation.com/blog/what-is-cooperative-learning-and-how-
does-it-work%3fhs_amp=true
https://www.teachingenglish.org.uk/article/content-based-instruction
https://www.google.com/amp/s/barefootteflteacher.com/blog/what-is-task-based-learning%3fformat=amp
http://www.btrtesol.com/units/06developing_language_skills/
6e_multiple_skills_in_one_class.php#:~:text=It%20involves%20teaching%20multiple%20skills,well
%20as%20culture%20and%20grammar.&text=There%20are%20many%20ways%20of,ways%20of
%20teaching%20multiple%20skills.